Education for International Understanding:
The Role of the Council for Education in World Citizenship
Richard Ennals
Kingston University, Vice-Chairman, CEWC
John Lipscomb
London Sixth Form Colleges Group, Chairman, CEWC
Invited contribution to the workshop
“Learning Citizenship: Developing the Research Agenda”
School of Oriental and African Studies
18th June 2002
Introduction
The Council for Education in World Citizenship is involved in adult learning of
citizenship at a number of levels:
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Enriching the international dimension of the citizenship curriculum for the citizens of
tomorrow
Working with teachers whose task is to deliver that curriculum
Engaging politicians and the community in developing the citizenship agenda
Contributing to research on current citizenship issues, such as those linked to
sustainable development, human rights, European enlargement, asylum seekers,
conflict resolution, and international relations after the Cold War.
Former CEWC students are now in government, or in senior positions in the media,
business and industry. Lifelong learning in the globalised economy includes a
requirement for lifelong citizenship education for all. Citizenship is best learned through
active engagement.
In 1994, for example, CEWC launched a programme “Towards Citizenship”, which
addressed the need for refugees and asylum speakers to develop the knowledge and
competence to play an active role in their adoptive country, accrediting citizenship skills
as part of vocational qualifications, with support from the Home Office and the
Department for Education and Skills. In association with Kingston University, and
supported by the European Commission, CEWC led a project on sustainable
development, organising conferences and publications on responsible tourism and waste
management. This was followed by related project work with the Department of the
Environment, Transport and the Regions. With support from the Home Office, CEWC
organised a series of student conferences on Racism in Society. With support from the
British Council, CEWC ran international workshops covering a range of issues including
citizenship in the workplace.
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Past, Present and Future
CEWC has a long distinguished past. At present the organisation is in suspension, after
core funding was withdrawn by the Major government and not restored by the Blair
government. The future is under discussion, and the Executive Board next meets in
November.
Since 1939 CEWC has been concerned with education for international understanding,
and with encouraging active citizenship. The work has taken diverse forms over the
decades: international visits and exchanges, national conferences, regional conferences,
model UN General Assemblies, speaker service, publications, and advice in developing
the new citizenship curriculum. CEWC has been consistently non-partisan, and
maintained a reputation for high quality activities and materials. Periodically, as at the
recent CEWC Phoenix Meeting, chaired by Professor Geoff Whitty at London University
Institute of Education, CEWC consults partners in the field, identifies priority needs, and
develops new programmes.
Among our available media is the Internet, and a new generation of websites, portals and
other facilities which reflect a complementary agenda. We could envisage, for example,
developing an ongoing web presence in the form of a CyberCouncil, or a European
CyberUnion, not as a freestanding entity, but adding value to “real” organisations.
Joined Up Thinking
Over the years, CEWC has enabled numerous government departments to deliver
international treaty obligations with respect to education for international understanding.
CEWC has worked closely with UNESCO, and campaigned for the UK to rejoin.
CEWC can give practical reality to abstract ideas. Model United Nations Assemblies,
Model Commonwealth Head of Government Meetings, and student conferences planned
and organised by students, all bridge the gap between the individual citizen and the
processes of government.
Agendas
CEWC looks forward to working with partners with complementary agendas. In the past
CEWC has been involved in the foundation of UNESCO, Oxfam, Voluntary Service
Overseas, Community Service Volunteers and the consortium of organisations advising
on the citizenship curriculum. Now that the citizenship curriculum is in place, the needs
of research and continuous professional development of teachers should be addressed,
and this is likely to be best handled by a consortium.
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